Special educational needs in preschools: types, characteristics and needed adaptations

• Lidia Scifo ; Giovanni Fulantelli ; Amparo Jiménez Vivas ^[1]
  1. [1] Universidad Pontificia de Salamanca

     Universidad Pontificia de Salamanca

     Salamanca, España

     
• Localización: Physical education in early childhood: movement and development from 3 to 6 years / coord. por Markel Rico González, 2025, ISBN 9781041016182
• Idioma: español
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• Resumen

  • The concept of “special education needs” refers to a wide range of developmental, cognitive, emotional, and physical challenges that can hinder a child's ability to fully engage with their environment, access education, and develop independence. These needs often stem from genetic syndromes, neurodevelopmental disorders, sensory impairments, or adverse environmental factors. The preschool years represent a pivotal period for identifying and addressing these needs, as early intervention can profoundly influence developmental outcomes and future learning success. Research underscores the importance of inclusive preschool environments equipped with individualized education plans (IEPs), differentiated instruction, and targeted interventions to meet diverse needs effectively. Environmental factors, including caregiver interactions, nutrition, and exposure to stress, are also known to influence epigenetic mechanisms, which can shape developmental trajectories during this sensitive period. Recognizing these biological underpinnings enhances our understanding of how environmental experiences impact gene expression and child development. Effective adaptations in preschool settings include structured routines, sensory-friendly environments, augmentative and alternative communication (AAC) tools, and collaborative frameworks involving educators, therapists, and families. By embracing inclusive practices and recognizing the unique strengths and challenges of each child, preschool programmes can create nurturing environments that foster cognitive, social, and emotional growth. Continued research, evidence-based policies, and technological advancements are essential for advancing early childhood education practices and ensuring equitable opportunities for all children.